Centre d'Information et de documentation du CRA Rhône-Alpes
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21 recherche sur le mot-clé 'social cognition and social behavior'
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Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness / Linnea LAMPINEN ; Shuting ZHENG ; Virgina SULLIVAN ; Julie Lounds TAYLOR ; Somer L. BISHOP in Autism, 28-2 (February 2024)
[article]
Titre : Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness Type de document : Texte imprimé et/ou numérique Auteurs : Linnea LAMPINEN, Auteur ; Shuting ZHENG, Auteur ; Virgina SULLIVAN, Auteur ; Julie Lounds TAYLOR, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.461?473 Mots-clés : adolescents adults autism spectrum disorders depression social cognition and social behavior Index. décimale : PER Périodiques Résumé : To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness. Lay Abstract Previous studies have found that social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder are related. To better understand the relationship between these issues, this study examined the frequency of various types of social activities as well as if the participants felt that the frequency of time spent in the activity met their personal needs. In addition, the role of loneliness was tested as a possible way to understand the relationship between activities and depressive symptoms. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs. Also, loneliness helps to understand relationship between social activities and depressive symptoms. The findings were discussed in light of previous study findings, interpersonal theories of depression, and clinical implications. En ligne : https://dx.doi.org/10.1177/13623613231173859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism > 28-2 (February 2024) . - p.461?473[article] Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness [Texte imprimé et/ou numérique] / Linnea LAMPINEN, Auteur ; Shuting ZHENG, Auteur ; Virgina SULLIVAN, Auteur ; Julie Lounds TAYLOR, Auteur ; Somer L. BISHOP, Auteur . - p.461?473.
in Autism > 28-2 (February 2024) . - p.461?473
Mots-clés : adolescents adults autism spectrum disorders depression social cognition and social behavior Index. décimale : PER Périodiques Résumé : To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness. Lay Abstract Previous studies have found that social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder are related. To better understand the relationship between these issues, this study examined the frequency of various types of social activities as well as if the participants felt that the frequency of time spent in the activity met their personal needs. In addition, the role of loneliness was tested as a possible way to understand the relationship between activities and depressive symptoms. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs. Also, loneliness helps to understand relationship between social activities and depressive symptoms. The findings were discussed in light of previous study findings, interpersonal theories of depression, and clinical implications. En ligne : https://dx.doi.org/10.1177/13623613231173859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings / Michael SILLER in Autism, 28-3 (March 2024)
[article]
Titre : Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Lindee MORGAN, Auteur ; Sally FUHRMEISTER, Auteur ; Quentin WEDDERBURN, Auteur ; Brooke SCHIRMER, Auteur ; Emma CHATSON, Auteur ; Scott GILLESPIE, Auteur Article en page(s) : p.587-599 Langues : Anglais (eng) Mots-clés : autism spectrum disorder feasibility trial interventions-psychosocial/behavioral preschool social cognition and social behavior Index. décimale : PER Périodiques Résumé : Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student-teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability. En ligne : https://dx.doi.org/10.1177/13623613231179289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Autism > 28-3 (March 2024) . - p.587-599[article] Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Lindee MORGAN, Auteur ; Sally FUHRMEISTER, Auteur ; Quentin WEDDERBURN, Auteur ; Brooke SCHIRMER, Auteur ; Emma CHATSON, Auteur ; Scott GILLESPIE, Auteur . - p.587-599.
Langues : Anglais (eng)
in Autism > 28-3 (March 2024) . - p.587-599
Mots-clés : autism spectrum disorder feasibility trial interventions-psychosocial/behavioral preschool social cognition and social behavior Index. décimale : PER Périodiques Résumé : Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student-teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability. En ligne : https://dx.doi.org/10.1177/13623613231179289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents / Y. L. CHEN in Autism, 25-7 (October 2021)
[article]
Titre : Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Y. L. CHEN, Auteur ; L. L. SENANDE, Auteur ; M. THORSEN, Auteur ; K. PATTEN, Auteur Article en page(s) : p.1885-1900 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Humans Peer Group Social Behavior Social Interaction adolescents autism spectrum disorders communication and language environmental factors social cognition and social behavior of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.1885-1900[article] Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents [Texte imprimé et/ou numérique] / Y. L. CHEN, Auteur ; L. L. SENANDE, Auteur ; M. THORSEN, Auteur ; K. PATTEN, Auteur . - p.1885-1900.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.1885-1900
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Humans Peer Group Social Behavior Social Interaction adolescents autism spectrum disorders communication and language environmental factors social cognition and social behavior of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents / Yu-Lun CHEN in Autism, 26-7 (October 2022)
[article]
Titre : Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Lun CHEN, Auteur ; Laura L. SENANDE, Auteur ; Michael THORSEN, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.1885-1900 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Humans Peer Group Social Behavior Social Interaction adolescents autism spectrum disorders communication and language environmental factors social cognition and social behavior conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-7 (October 2022) . - p.1885-1900[article] Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents [Texte imprimé et/ou numérique] / Yu-Lun CHEN, Auteur ; Laura L. SENANDE, Auteur ; Michael THORSEN, Auteur ; Kristie PATTEN, Auteur . - p.1885-1900.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.1885-1900
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Humans Peer Group Social Behavior Social Interaction adolescents autism spectrum disorders communication and language environmental factors social cognition and social behavior conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 Perceptions of self and other: Social judgments and gaze patterns to videos of adolescents with and without autism spectrum disorder / R. B. GROSSMAN in Autism, 23-4 (May 2019)
[article]
Titre : Perceptions of self and other: Social judgments and gaze patterns to videos of adolescents with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. B. GROSSMAN, Auteur ; J. MERTENS, Auteur ; E. ZANE, Auteur Article en page(s) : p.846-857 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication and language social cognition and social behavior Index. décimale : PER Périodiques Résumé : Neurotypical adults often form negative first impressions of individuals with autism spectrum disorder and are less interested in engaging with them socially. In contrast, individuals with autism spectrum disorder actively seek out the company of others who share their diagnosis. It is not clear, however, whether individuals with autism spectrum disorder form more positive first impressions of autistic peers when diagnosis is not explicitly shared. We asked adolescents with and without autism spectrum disorder to watch brief video clips of adolescents with and without autism spectrum disorder and answer questions about their impressions of the individuals in the videos. Questions were related to participants' perceptions of the social skills of the individuals in the video, as well as their own willingness to interact with that person. We also measured gaze patterns to the faces, eyes, and mouths of adolescents in the video stimuli. Both participant groups spent less time gazing at videos of autistic adolescents. Regardless of diagnostic group, all participants provided more negative judgments of autistic than neurotypical adolescents in the videos. These data indicate that, without being explicitly informed of a shared diagnosis, adolescents with autism spectrum disorder form negative first impressions of autistic adolescents that are similar to, or lower than, those formed by neurotypical peers. En ligne : http://dx.doi.org/10.1177/1362361318788071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.846-857[article] Perceptions of self and other: Social judgments and gaze patterns to videos of adolescents with and without autism spectrum disorder [Texte imprimé et/ou numérique] / R. B. GROSSMAN, Auteur ; J. MERTENS, Auteur ; E. ZANE, Auteur . - p.846-857.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.846-857
Mots-clés : autism spectrum disorders communication and language social cognition and social behavior Index. décimale : PER Périodiques Résumé : Neurotypical adults often form negative first impressions of individuals with autism spectrum disorder and are less interested in engaging with them socially. In contrast, individuals with autism spectrum disorder actively seek out the company of others who share their diagnosis. It is not clear, however, whether individuals with autism spectrum disorder form more positive first impressions of autistic peers when diagnosis is not explicitly shared. We asked adolescents with and without autism spectrum disorder to watch brief video clips of adolescents with and without autism spectrum disorder and answer questions about their impressions of the individuals in the videos. Questions were related to participants' perceptions of the social skills of the individuals in the video, as well as their own willingness to interact with that person. We also measured gaze patterns to the faces, eyes, and mouths of adolescents in the video stimuli. Both participant groups spent less time gazing at videos of autistic adolescents. Regardless of diagnostic group, all participants provided more negative judgments of autistic than neurotypical adolescents in the videos. These data indicate that, without being explicitly informed of a shared diagnosis, adolescents with autism spectrum disorder form negative first impressions of autistic adolescents that are similar to, or lower than, those formed by neurotypical peers. En ligne : http://dx.doi.org/10.1177/1362361318788071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Gastrointestinal problems are associated with increased repetitive behaviors but not social communication difficulties in young children with autism spectrum disorders / Payal CHAKRABORTY in Autism, 25-2 (February 2021)
PermalinkMeasuring social communication behaviors as a treatment endpoint in individuals with autism spectrum disorder / Evdokia ANAGNOSTOU in Autism, 19-5 (July 2015)
PermalinkThe role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder / Pumpki L. SU in Autism, 25-1 (January 2021)
PermalinkReasons for alcohol use and non-use by underage U.S. autistic youth: A qualitative study / Emily F. ROTHMAN in Autism, 27-1 (January 2023)
PermalinkChallenges and contributors to self-efficacy for caregivers of toddlers with autism / Hannah H. SCHERTZ in Autism, 24-5 (July 2020)
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